Spring/Summer 2013

SW 672 - 03 – Social Work Practice with GroupsWednesdays, 6:30 – 9:50pm Classroom: DeVos, 305E

No Prerequisites Professor: Dr. Lopez-AriasCredits: 3 SSW office: 616-331-6550Office Hours: To Be Announced Phone: 616-331-6553

Email: lopezars@gvsu.edu

MISSION AND GOALS

School of Social Work Mission

The School of Social Work prepares its students to attain social work practice and professional leadership; advance the field’s knowledge of effective professional practice and education through research and evaluation; enhance and sustain the welfare and well-being of the citizens, organizations and communities of West Michigan, the state, the nation, and the world; and further the goals of the University and of the social work profession in this region and beyond.

All of the School's programs are grounded in the profession's body of knowledge, values and skills that support and enhance the opportunities, resources, and capacities of people to achieve their full potential; prevent and alleviate personal, interpersonal, organizational and societal problems; and improve the conditions that limit human development and adversely impact the quality of human life. The School celebrates and affirms the importance of diversity in all of its forms, and it supports the expansion of human rights, cultural competence, empowerment, social and political justice, civic participation and equality in West Michigan and around the world.

The School’s legacy emphases on social justice and on meeting the significant professional workforce needs of an expansive West Michigan social services sector remain strong. A third distinctive feature of the School is its integration and promotion of domestic and international service learning opportunities that prepare of students for 21st century practice in increasingly global economic and social contexts.

1

M.S.W. Program Goals To award the graduate degree to individuals who are not only skilled practitioners but

also capable of assuming leadership and scholarly professional roles in the community, region, state, national and global communities.

To contribute to the ongoing development of professional social work knowledge and practice through research and scholarly inquiry that employ state-of-the-art technology.

To maximize the strengths and assets within local, regional, statewide, national and international social welfare and human services communities through direct participations in organizing, leading and participating in effective capacity building and social and political action activities.

Council on Social Work Education [CSWE]: Commission on Accreditation [CSWE, CA]. (2008). Educational policy and accreditation standards [EPAS].

Accommodation needs:

Any student in this class who has special needs because of a learning disability, or other kinds of disabilities, must report to the Disability Support Resources. This is a required action if you wish special consideration. Also, please feel free to come and discuss this with me. For further information check the website at http://www.gvsu.edu/dsr/ or call 331-2490. The office is located at 200 Student Services Building on the GVSU Allendale campus.

Chalk and Wire Requirement

All students are required to purchase and use Chalk and Wire, at a minimum, to upload the one Common Assignment listed for each required course. This assignment is clearly noted in each syllabus. In addition, the School of Social Work STRONGLY encourages students to upload every other written assignment into Chalk and Wire as an “artifact”. This accomplishes two purposes:

1) Chalk and Wire serves as a “cloud” and provides remote off-site storage of all uploaded documents for you in case of loss/theft/crash of your computer, and

2) uploaded documents will be helpful and dramatically simplify your SW 640 Capstone course where you assemble relative documents to demonstrate your achievement of the 10 core competencies and advanced practice behaviors required in order to achieve the M.S.W. degree.

Uploading your Common Assignment, and scoring of this one document by the faculty member, is the primary mechanism the GVSU School of Social Work has to assess how all of our students are progressing in developing competencies. This assessment is required for our continued accreditation by the Council on Social Work Education (CSWE), which provides significant added value for your M.S.W. degree.

COURSE DESCRIPTIONThis course is designed to help students increase their knowledge and awareness of group dynamics and group processes, as well as integrating the underlying theories and concepts of both task and personal change group structures. Effective participation and group planning in a

2

variety of situations will be covered. This course will also include content on treatment groups with all ages, gender, and other diversity factors, task groups, educational groups, and crisis groups. The experiential model of teaching with supporting didactic material will be emphasized.

CORE COMPETENCIES & PRACTICE BEHAVIORS

2.1.4. Core Competency: Incorporate diversity into practice.

Advanced Practice Behaviors: e) Transform one’s behavior in response to recognition of one’s biases based

in difference and culture. KO1, KO5, V3, V4f) Modify and adapt mainstream knowledge and interventions to meet needs

of diverse populations and that challenge oppression. K3, K4, V5, V2g) Apply strengths and empowerment perspectives as practice approaches

with diverse groups at multiple levels. K3, K5, V3, V5h) Examine one’s role as the life-long learner in the area of diversity and

culture. K1, K4, V3, V4

2.1.7 Core Competency: Apply knowledge of human behavior in the social environment.

Advanced Practice Behaviors: c) Differentially apply theories and frameworks of human behavior and the

environment, recognizing underlying assumptions, values, strengths, and weaknesses of these theories. K3, K5, V1, V2

2.1.10. Core Competency: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Advanced Practice Behaviors:

Engagementn) Adapt one’s ability to engage diverse clients and client systems. KO2, KO5, VO1, VO2

Assessmento) Show increasing ability to independently conduct assessments as a

continuing and dynamic process that guides goal and objective setting with clients and client systems at multiple levels. KO1, KO3, VO1, VO2

Interventionp) Differentially utilize a variety of evidence based tools and strategies with

more depth and breadth to assess client systems at all levels and guide interventions. KO2, KO3, VO1, VO2

q) Evaluate the multi-system dimension of client problems and design approaches that affect change at multiple client system levels. KO4, KO1, VO1, VO2

3

Evaluationr) Evaluate advanced generalist practice interventions across systems at

multiple levels with diverse populations. KO2, KO3, VO3, VO5

SW 672: KNOWLEDGE, VALUES & SKILLS Knowledge ObjectivesStudents will:

1. Understand groups as a means of and context for helping individuals grow and change.

2. Distinguish the technical processes and integration of various theories in group work treatment.

3. Employ a working knowledge of various theories and models of group work change.

4. Appreciate the historical background, current trends and dominant issues in the use(s) of groups in various settings and field of practice.

Value Objectives Students will:

1. Recognize and describe the potential value of groups as a mode of enhancing individual growth and functioning.

2. Express awareness of value issues in the use of group for different purposes.

3. Identify the impact of diversity and demonstrate sensitivity to the use of group in different class, cultural and ethnic contexts.

4. Demonstrate a commitment to developing self awareness, leadership, critical judgment and openness in group process.

5. Explain the value of groups in treating, supporting, educating, and empowering family members in the ability to handle the stresses of family life and to effectively nurture children and adolescents.

Skill Objectives Students will:

1. Systematically assess group needs and goals in order to promote individual and group change.

2. Show development of member participation skills that will serve as a basis for understanding group process.

3. Distinguish the phases and meaning of group development issues.

4. Guide, lead and facilitate group process.

4

5. Demonstrate an ability to observe interactions, interpret dynamics, record observations and insight, analyze group process, formula plans and evaluate results.

6. Select socio-educational and support groups in providing services to diverse families at risk and/or caregivers of children.

Attendance and Participation

Attendance is required and participation is expected from the graduate learners in this class. Absence from class will lead to a reduction of your final point total by up to five (5) points per absence. People who are chronically late for class (“chronically” = if I notice) will have five (5) points deducted from their final grade.

Because this course is experiential/ “hands-on” and your absence will impact your group immensely any absence beyond two (2), please consider dropping the class.

Class focus/Purpose/Expectation: In preparation of professional practice and in accordance with social work values, the School of Social Work expects students to demonstrate professionalism within the classroom and in completion of course requirements. This includes compliance with attendance and assignment policies, as well as appropriate use of technology within classroom and internship settings. The use of informational and communication technologies (ICT) in the classroom should be for educational purposes only, including note taking, reference checking or adding to the course content and thus knowledge building. If you have your lab top in class to take notes please e-mail these to me after each class session. Twittering and texting or other phone use is not allowed in class. In this class students will demonstrate the ability and willingness to gain self insight and to become more comfortable with one’s own emotions in order to better assist clients in processing theirs. To demonstrate the ability to provide and receive constructive feedback from fellow group members and instructor in order to grow, and move away from one’s comfort zone in order to be challenged and improve the therapeutic skill needed in a therapeutic setting. Be honest with your self and assess your and other class member’s relational patterns, coping mechanisms, and roles. This is a “hands-on” class. You will participate as a group therapy member. In order to learn about groups you need to learn about yourself. See page seven for a better explanation of the experience and learning in this class. Be ready to be challenged.

Students should come to class ready to discuss the readings and materials presented in class. Students who do not participate willingly will be called upon - graduate preparation for a career in social work is serious business. Therefore, “hiding” in class, hoping for an easy grade will not be allowed. Given that this class is based on “hands-on participation” students outright refusing to participate may have up to (30) points deducted from their final point total at the end of the semester (this will be evaluated by me and an evaluation sheet will be filled by your fellow class mates). Peer evaluation is a part of your learning to assess the growth in group members and you will need to learn this as part of your role (Leader/co-leader) when you are running groups in the social service field. Although group participation is based on a developmental process, you must take the opportunity to push yourself to grow. Remember mediocrity is not acceptable when working with the lives of others or with your own Social Work competence.

5

Course Requirements

Assignments: All writing is to be done in APA format.

Common Assignment - Populations-At-Risk Paper: Each student must write a short (6-8 page) paper about a specific population-at-risk, proposing a group method that the student believes would be appropriate for a chosen minority/multicultural group/population. In this paper, students present a short literature review about the specific population in group treatment, and then propose a group program (session by session and topic) include a discussion of specific barriers, ethical issues, and other cautions that one must keep in mind when working with this particular population. Remember to address the interactive effect of culture, group developmental stages, and the therapist on the client. In writing this paper, follow the outline for group treatment and stages of group development provided by Corey in the class text (make sure you address the different group stages and issues you will encounter that are relevant to your group program/treatment- initial, transition, working, etc).

Do not let the brevity of this paper be an excuse for lack of comprehensiveness when considering the population and issues. This paper is worth 20 points.

Process Journal: To enhance your experience in this seminar, students keep a process journal during the term. This journal is a running account of your experiences in the class, reactions to the readings, group process, and peer evaluations. See handout for specific content and process guidelines for journal writing. Furthermore, you will do a mid term and final evaluation on your fellow classmates (See hand outs). Be advised: Grading for this assignment is based on the handout (page 11 of syllabus)—READ IT! At times, certain questions will be given as part of your journal through out the semester. There will be several questions for the final journal given toward the end of the class.I will randomly give you feedback on three journals.

The journal is worth 30 points and submitted on blackboard Sunday night 11:59 p.m. prior to Tuesday’s class

Interview/Reflection Paper: Students will locate an individual who has participated in group treatment as a CLIENT and conduct an in-depth interview with a goal of understanding the person’s experience as a group member. Remember to keep anonymity and change the name of the person you interview when you submit your paper. Students will also visit a treatment group and discuss the group process as it is outlined through out the chapters of the Corey book. Remember to get permission and or introduce yourself to the group leader or facilitator as a GVSU graduate student prior to being part of that session. The group must be a psychodynamic or processing group. Twelve step substance abuse, emotional, and eating anonymous groups are allowed, but they can not be a First Step group. Psycho educational groups are not allowed. The group must consist of four or more participants and the facilitator.

Following the group, students will discuss the group procedures and dynamics, roles if any, body language, and what they would have done differently if this had been their own therapeutic group to lead. Furthermore, they will discuss how they felt and what they learned. Following the interview, students will present their subject’s experience (and their own in the group visitation) in a well-written 5 - 8 page paper, concluding with an “Implications for MY Social Work

6

Practice” section (written in 1st person). The key here is to demonstrate how another’s experience—positive and negative —influences YOUR practice. This paper is worth 10 points.

Final Exam: It will be cumulative, worth 10 points.

Student Evaluation (100 Points Possible)

Common Assignment –Populations-At-Risk Paper: 20 pointsProcess Journal: 30 pointsInterview/Reflection Paper: 10 pointsParticipation in class and in group: 30 pointsFinal Exam 10 points

SW 672 Rubric for Common Assignment: Population at Risk Paper (20 points)

Assessment Item Avail.Points

Points Earned

Practice Behavior

1 Description of Population and Methodology – Specific ethno-cultural minority/group/population at risk, including a group method that is appropriate for this population.

2 2.1.10 N

2 Literature Review of Culture and Group Topic – Provide at least 6 peer reviewed sources addressing population studied. Based on cultural and historical issues discuss specific barriers, ethical issues and other issues to keep in mind in working with this population.

5 2.1.3 D

3 Best Practices/Reasoning – Propose best practices approach that is appropriate for chosen group. Based upon lit review, discuss rationale, theoretical approach and literature findings in proposal.

5 2.1.7 C

4 Group Treatment Plan – Follows outline for group treatment and stages development (Corey), including group development, initial, transition, working and final). Addresses different group development stages and issues one would encounter in group sessions and cultural/historical issues as part of session-by-session proposal.

8 2.1.10 Q

TOTAL: 20 possible

Grading Scale

A = 96+ points B- = 82-84A- = 92-95 C+ = 79-81B+ = 89-91 C = 75-78B = 85-88 F = 74 and below

Required text(s)Corey, G. (2011). Theory & practice of group counseling, (8th ed). Belmont, CA:

Thomson and Brooks/Cole.

Writing Standards

7

As graduate students, it is reasonable to expect that all written work (except in class examination) will be written to the highest professional standard. Therefore, you will present your written work in APA format, especially related to in-text citations, references, and gender-free language.

All work is to be word processed and double-spaced, using no larger than a 12 point font (I prefer Arial or New Times Roman). Do not go below an 11 point font. You are to use 1” margins all around and include a separate title page that includes your name, title of the paper, critique # (if applicable) and the date. Correct all grammar and spelling errors. Fifteen percent of each graded paper will be based on writing style (grammar and APA format).

Tips on Grading

An “A” is reserved for the very best student work. It means that the student has exceeded expectations for the assignment in all aspects—accuracy, creativity, and depth of analysis plus quality of expression.

An “A-“ means the student has exceeded expectations in most aspects but not all.

A “B+” indicates that, while accurate and adequate in depth and quality of expression, the assignment could be significantly improved.

A “B” indicates the student has met minimum expectations for graduate work, but the output is generally undistinguished in its accuracy, creativity, depth of analysis, and quality of expression. If you receive a “B ”, it means you’re just getting by.

A “B-“ or below means that the student has not met expectations for graduate study, for the course, and that serious deficiencies exist.

Miscellaneous

Late Papers

I expect a hard copy of your assignments handed to me in class on the day they are due. I also expect the common assignment submitted to Chalk and Wire on the same day. Late papers are not acceptable from graduate students preparing for professional placement in the social work profession. If you have an unthinkable or very unusual circumstance, see me before the paper is due. Excuses after the due date are not accepted. Late papers will have their points reduced by 5 for each day late, unless otherwise negotiated.

Extra Credit

I do not allow students to resubmit any paper for re-grading, nor do I allow extra credit assignments. Late papers are also not accepted. This is unfair to students who did the

8

assignment correctly the first time and on time. While there are unusual and rare exceptions, be aware that once an assignment is graded, the grade is final. The key here is not to be “grade-obsessed”, but concerned about preparing for practice with real human beings. Additionally, I will not pre-read papers before the due date just to “see if you are on the right track.” If you are unsure of how to complete an assignment, there is always plenty of time in class to get these questions answered.

Week 1May 8

Introduction of courseGroup Selection-Basics-FishbowlReading: Corey, Chapter 1

Week 2May 15

Group decision-making procedure and leadershipCorey, Chapter 2 Groups (Fishbowl)

Week 3May 22

Ethical issues in working with groups and individuals The influence of multiculturalismReading: Corey, Chapter 3Groups (Fishbowl)

Week 4May 29

Early stages in group developmentThe importance of self-awareness and self-growth in the establishment of the therapeutic relationshipReading: Corey Chapter 4 Groups (Fishbowl)

Week 5June 5

Later stages in group development Personality styles, group roles and stages of development in groupsReading: Corey Chapter 5Groups (Fishbowl)- group roles (First part due)

Week 6June 12

Psychoanalytic approachReading: Corey Chapter 6Groups (Fishbowl)- family roles

Week 7June 19

Adlerian ApproachReading: Corey Chapter 7Groups (Fishbowl)Peer evaluations

Week 8June 26

PsychodramaReading: Corey Chapter 8Groups (Fishbowl)

Week 9July 3

Existential approachReading: Corey Chapter 9( really focus on development and this theory )Groups (Fishbowl) Due: Populations-At-Risk Paper

9

Week 10July 10

Agency Visit for interviewReading: Corey Chapter 10 and 11Groups (Fishbowl)

Week 11July 17

Person Centered and Gestalt ApproachesReading: Corey Chapter 12 and 13Groups (Fishbowl)

Week 12July 24

Transactional Analysis and CBTReading: Corey Chapter 14 and 15Groups ( Fishbowl)Due: Interview/Reflection/Group Paper

Week 13July 31

Rational Emotive Behavior and Reality therapyReading: Corey Chapter 16, 17 and 18Groups ( Fishbowl)Final Exam/ Wrap upDue: Final Journal (e-mail me the final questions and a journal entry for the last day)

SW 672 – Social Work Practice with Groups: Journal Writing Outline

The journal is the most important tool for learning and student evaluation in this class. Therefore, it is critical that students follow these instructions and put significant time into this assignment. This is not the type of journal where students can write it the day of class and receive full credit. Place headings where you address each part of the prescribed requirement detailed below.

Students will summarize each Chapter assigned. Students will write at least one (1) journal entry per class period. In each entry, students are expected, minimally, to include substantive information about the following topics:

Progress notes on both groups that day. Include group process information, taken from readings and class lecture. Respond to and interact with feedback given to your group from classmates and professor.

During the “fish bowl” section of class, include substantive critique of the other and your group’s process, including identifying strengths and weaknesses and a critique of the leader’s role and performance. Discuss defense mechanisms, general behavioral patterns and verbal and non-verbal language of self and others. Discuss transference and counter-transference in the group process. Discuss your and others’ reactions to other group members sharing and to the professor. Discuss roles taken by individuals or the specific group. Discuss what defense/coping mechanisms are being used by each individual to cope with their anxiety or any other need ( need to rescue, need to be liked, need to control, etc.)

10

Refer to class readings in the journal, by showing how they apply to what occurred that day in class/group. It is helpful to use quotes.

This is a class where you simultaneously experience the social worker role and client role. Respond clearly to any issues or feelings (your feelings/emotions regarding the class, the group, the professor and what is going on with you) you had about the days activities FROM BOTH ROLES. Although it is understood that opening up, and at times just talking in front of others can take time and it’s a developmental process, it is your responsibility to push yourself to grow. You are ethically bound to improve your skills, but also to assist others to push themselves. You must be willing to demonstrate the ability and willingness to gain self insight and to become more comfortable with your own emotions in order to better assist clients in processing theirs. You must demonstrate the effort to provide and receive constructive feedback from fellow group members and instructor in order to grow, and move away from your comfort zone in order to be challenged and improve the therapeutic skill needed in a therapeutic setting.This is a confidential place for students to process any significant personal issues that will arise as a function of their participation in this class. Respond to any human diversity issues that arose, or were ignored in that day’s group(s). Respond to assigned questions given in class.

Journals are to be submitted according to the “Writing Standards” of this class, noted above. Thus, they must be typed.

Fair Warning: These are graded very carefully!

11

Peer Student Evaluation—SW 672 Spring/Summer 2013

Print: __________________________________________________(Last Name) (First Name)

Date:_____________ Lowest Highest

1. Attended Class 1 2 3 4 5

2. Was on Time 1 2 3 4 5

3. Did Assigned Readings 1 2 3 4 5 NA

4. Completed Assignments on Time 1 2 3 4 5

5. Participated in Class Discussions 1 2 3 4 5

6. Was Attentive in Class 1 2 3 4 5

7. Was involved in group 1 2 3 4 5

8. Shared, and gave feed back 1 2 3 4 5

9. Led/co-led appropriately 1 2 3 4 5

10. Total points they earned today. E D C B A

11. Reasons why I believe they deserve this grade are: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Instructor’s Comments

______________________________________________________________________________

______________________________________________________________________________

12

Final Student Self-Evaluation—SW 672 Spring/Summer 2013

Print: ________________________________________________________(Last Name) (First Name)

Date:____________

Lowest Highest

1. Attended Class 1 2 3 4 5

2. Was on Time 1 2 3 4 5

3. Did Assigned Readings 1 2 3 4 5

4. Completed Assignments on Time 1 2 3 4 5

5. Participated in Class Discussions 1 2 3 4 5and in group

6. Was Attentive in Class 1 2 3 4 5

7. The number of class sessions I missed ______.

8. The final grade I expect in this class is ______.

9. Reasons why I believe I deserve this grade are: _______________________________

________________________________________________________________________

________________________________________________________________________

Instructor’s Comments

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

13

Student Self- Evaluation—SW 672 Spring/Summer 2013

Print: _______________________________________________________(Last Name) (First Name)

Date:______________

Lowest Highest

1. Attended Class 1 2 3 4 5

2. Was on Time 1 2 3 4 5

3. Did Assigned Readings 1 2 3 4 5 NA

4. Completed Assignments on Time 1 2 3 4 5

5. Participated in Class Discussions 1 2 3 4 5

6. Was Attentive in Class 1 2 3 4 5

7. Was involved in group 1 2 3 4 5

8. Shared, and gave feed back 1 2 3 4 5

9. Led/co-led appropriately 1 2 3 4 5

10. Total points I earned today. E D C B A

11. Reasons why I believe I deserve this grade are: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Instructor’s Comments

________________________________________________________________________

________________________________________________________________________

14

Student Self- Evaluation—SW 672

Print: ________________________________________________________(Last Name) (First Name)

1. What is your personality style and how is it exhibited? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What if any family roles do you fit in and how is it exhibited? ________________________________________________________________________________________________________________________________________________

3. What group roles have you fallen into, if any, and how are they exhibited? _____________________________________________________________________________________________________________________________________________________________________________________________

4. What transference issue are you exhibiting if any? _________________________________________________________________________________________________________________________________________________________________________________________________

5. Who are their object of transference and what is the issue? _________________________________________________________________________________________________________________________________________________________________________________________________

6. What are some strengths that you are exhibiting?________________________________________________________________________________________________________________________________________________________________________________________________

7. For the sake of engagement with future clients and fellow group members what do you need to work on? ________________________________________________________________________________________________________________________________________________________________________________________________

15

Student Peer - Evaluation—SW 672

Print: __________________________________________________(Last Name) (First Name)

1. What is their personality style and how is it exhibited?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What family roles do they fit in and how is it exhibited? _____________________________________________________________________________________________________________________________________________________________________________________________

3. What group roles have they fallen into if any and how are they exhibited? ______________________________________________________________________________________________________________________________________________________________________________________________

4. Who are their object of transference and what is the issue? _________________________________________________________________________________________________________________________________________________________________________________________________

5. What are some strengths/qualities you admire or that they are exhibiting?________________________________________________________________________________________________________________________________________________________________________________________________

7. For the sake of engagement with future clients and fellow group members what do they need to work on? ________________________________________________________________________________________________________________________________________________________________________________________________

8. Are they opening up and sharing as much as you think they should ? If yes how so, and if no why not? Give examples:

9. How is their sharing or not sharing helping or inhibiting your own sharing?

16

Important points to remember about SW 672:

1. SW 672 is not your regular class where you can hide out and not participant.2. You must share of yourself.3. You will sit in a circle and share your feelings.4. This class is experiential and part of this class emulates therapy.5. You will participant in this class from the standpoint of a client. You will understand

their struggles in reaching out for help and opening up in therapy.6. This class is not just about reading or regurgitating from books and other classes, you

must apply and practice on yourself and other classmates what you are being trained and educated to do. You are to develop your clinical and engagement skills. Group skills will assist you in micro, mezzo, and macro areas and with individuals, committees, task forces, etc.

7. Students commonly experience the following feelings in the process of accepting that they must open up and share feelings and of themselves in this class:

a. Anxietyb. Confusionc. Feard. Stresse. Frustrationf. Angerg. Sadness

8. Students commonly cope with the above feelings by doing the following:a. Detachingb. Avoidingc. Intellectualizingd. Rescuinge. Blamingf. Projectingg. Devaluing the group/process/class/professorh. Giving up

9. For some students this class leads them to understand that they might have areas of personal self growth that still need to be addressed for personal health and professional growth.

10. What occurs in class can commonly continue to impact you and you will continue to think about it outside of class for the rest of the week.

11. This class can provide you the opportunity to learn about yourself, emotions, defense mechanism, therapy and what clients experience.

12. At the end of this class, there are commonly a couple students who by the end wished they had truly pushed themselves because they realize that this class could have been so much more but they did not try hard enough. Take this opportunity to grow and learn and do not be one of those students.

13. When other class members share they are giving of themselves to you and everyone else in the class. For that reason and because of your ethical responsibility to your clients of being a competent social worker if you do not feel that you can commit fully to this class it might be better to drop.

17

Social Work 672 GroupsGiven that this is an experiential class to assist students to learn how to a access and process feelings several things must be adhered to: when working with the lives and well beings of other human beings mediocrity from the social worker is not acceptable; the adherence to the SW Code of Ethics and to the tenets of SW competency and self improvement is essential; and as Social Work students you are pledging to abide by the SW Code of Ethics.Group Rules

1. Conflict Managementa. Take a time outb. Process feelings and issues in groupc. Talk to me the professor one on one

2. Participation (time or group manipulation/over talking or not participating, talking while the other group is running)

a. Assertive remindersb. Supportive remindersc. Take into considerations developmental issues and trust

3. Confidentialitya. All that is shared in this room must stay in this class roomb. Fraternizing is limited to non class related material c. Breaking of confidentiality is an infraction of the SW code of Ethics and

leads to punitive action by the State Licensing Board

4. How to establish trusta. Model unconditional positive regard/respectb. Support each other in caring fashionc. Believe that other group members are considering safety, competence,

and growthd. Do not personalize uncomfortable feedback

5. This is a processing and psycho-dynamic group

6. Class is scheduled for 3 to 3 hours and 20 minutes. It may run over due to the group’s needs.There will be two groups that will run for over an hour each.Tentatively there will be a 20-30 minute lecture in the beginning of class.There will also be a 5-10 minute processing session after group.The group receiving feedback from the outside group is only to listen unlessdirected otherwise by the professor.

If you do not feel comfortable sharing yourself in a deep manner in front of others and are unwilling to push yourself to grow please consider dropping the class. I agree to push myself weekly to share, open up, and participate in class and group and by signing below, I also agree to the above rules.

Name and Signature_________________________________Date___________________

18

SW 672 GroupsFinal Group questions

1. Given that this class emulated therapy, how did you do with trust in the beginning and in the end and why?

2. Given that this class emulated therapy, how did you do with expressing emotions to help yourself and others in the class grow?

3. Given that this class emulated therapy, how did you do with unconditional positive regard toward yourself and toward others?

4. Given that this class emulated therapy, how did you do with personalizing feedback?5. What have you learned in this class about what clients go through?6. What have you learned in this class about yourself in the aspect of roles?7. What have you learned in this class about yourself in regards to transference issues?8. What have you learned in this class about others and transference issues?9. What have you learned in this class about yourself in regards to openness?10. What have you learned in this class about yourself in regards to flexibility?11. What have you learned in this class about yourself and others and control issues?12. What have you learned in this class about defense mechanisms?13. What have you learned in this class about how you treat yourself?14. What did you learn in class about transference and counter transference?15. What have you learned in this class about group roles?16. What have you learned in this class about group dynamics?17. What have you learned in this class about verbal and non verbal communication?18. What have you learned in this class about past relational patterns and current needs

and behaviors for yourself and others in group?19. What did you learn about different groups, (women, men, teen age, children,

substance abuse, support, processing, psychodynamic, etc)?20. What did you learn about social work?21. What is your conclusion regarding how you ended in the group you did and what was

the reason?22. What was the reason (scholastic and otherwise) that you ended in this class and in

your particular group?23. Over all what did you learn about yourself?24. Overall what did you learn about groups?

19

GVSU School of Social WorkTeaching and Learning Goals

CSWE Accreditation Standards

Identify with social work profession and behave professionally.

Apply ethical principles to guide professional practice.

Apply critical thinking to inform and communicate professional judgments.

Engage diversity and difference in practice.

Promote human rights and social justice.

Engage in research-informed practice and practice-informed research.

Apply knowledge of the human condition.

Engage in policy practice to deliver effective social work services.

Respond to and shape an ever changing professional context.

Engage, assess, intervene, and evaluate with individuals, families, groups, communities, and organizations.

20

Rubric: S13 SW 672 Common Assignment: Population at Risk Paper 20 pts.

Criterion : 1 General Assignment Overview

Common description:

Each student must write a short (5-6 page- not counting the reference page) paper about a specific ethno-cultural minority/ group/population -at-risk. proposing a group method that the student believes would be appropriate for a chosen ethno-cultural minority/ group/population. The student must use the APA style of writing and the quality of writing must be of a graduate student level.

Maximum Score: 2

Criterion : 2 Literature Review of Culture and Group Topic

Common description:

The student must present a short literature review about the specific ethno-cultural minority population. The student must provide at least six ( 6) professional/peer reviewed sources addressing the population studied . Based on cultural, and historical issues provide a discussion of specific barriers, ethical issues, and other cautions that one must keep in mind when working with this particular population.

Maximum Score: 5

Criterion : 3 Literature Supported Reasoning/ Best Practice for the Group

Common description:

The student must propose a group method and treatment group (best practice approach) that the student believes would be appropriate for the chosen ethno-cultural minority/ group/population. Based on the literature review the student must answer the reasoning behind their use of the group method and treatment group they choose and incorporate their theoretical approach and literature findings in their group proposal.

Maximum Score: 5

Criterion : 4 Group Treatment Plan

Common description:

In writing this paper, follow the outline for group treatment and stages of group development provided by Corey in the class text ( group development, initial, transition, working, and final) . The student must address the different group development stages and issues one would encounter in the different group session based on the developmental stages of group as well as the cultural/historical issues as part of the session by session proposal.

Maximum Score: 8

Student_____________________________________Total________________________

SW 672 Interview/Reflection Paper Point Total=10

Criterion : 1 Overall Assignment

21

Common description:

The students will write a 5-8 page paper on their attendance of a treatment or support group and their interview of an individual who has participated in groups. In writing the student must use the APA style of writing and the document must be of a graduate level quality.

Maximum Score: 2.0

Criterion : 2 Group Attendance Awareness, insight and self-examination as SW

Common description:

The students will visit a treatment group and discuss the group development, and process as it is outlined through out the chapters of the Corey book. Remember to get permission and or introduce yourself to the group leader or facilitator as a GVSU graduate student prior to being part of that session. The group must be a psychodynamic or processing group. Twelve step groups are allowed, but they can not be a First Step Group. For 12-Step groups they must be “Open” groups. The student is not allowed to attend groups where their clients might attend or groups they facilitate or co-facilitate.

Maximum Score: 1.0

Criterion : 3 Group Participant Interview

Common description:

The students will locate an individual who has participated in group treatment as a CLIENT and conduct an in-depth interview with a goal of understanding the person’s experience as a group member. Remember to keep anonymity and change the name of the person you interview when you submit your paper.

Maximum Score: 1.0

Criterion : 4 Student experience, analysis and insights

Common description:

Following the group, students will discuss the group procedures and dynamics, roles if any, body language, and what you would have done differently if this had been your own therapeutic group to lead. Furthermore, the students will discuss how they felt and what they learned as well as their own experience while attending the group. Following the interview, students will present their subject’s experience and view of group therapy and support groups.

Maximum Score: 4.0

Criterion : 5 Student experience, analysis and insights

Common description:

Following the interview, students will present their subject’s experience and view of group therapy and support groups. The student will conclude with an “Implications for MY Social Work Practice” section (written in 1st person). The key here is to demonstrate how another’s experience—positive and negative —influences YOUR practice.

Maximum Score: 20

Student_____________________________________Total________________________

22

Criterion : 1 CC 2.1.4. Culture and Identity Influence on Development and the use of the Strengths Perspective

Common description:

Specifically looked for students to identify ongoing progress, development to date, and targeted areas for future growth regarding consequences of ones culture and identity. Specifically looks for student use of strengths-based language in describing and assessing classroom and group processes.

Maximum Score: 1.0

Criterion : 2 Reception to and Integration of FeedbackCommon description:

Specifically looked for student ability to recognize and consider feedback provided from peers and the instructor during class interactions.

Maximum Score: 1.0

Criterion : 3 CC 2.1.7 Recognition of Student Development: Thoughtful Documentation of Personal Observations

Common description:

Specifically looks at student ability to Identify ongoing progress, development to date, and targeted areas for future growth. Provides During the “fish bowl” section of class, include substantive critique of the other and your group’s process, including identifying strengths and weaknesses and a critique of the leader’s role and performance. Discuss defense mechanisms, general behavioral patterns and verbal and non-verbal language of self and others. Discuss transference and counter-transference in the group process. Discuss your and others’ reactions to other group members sharing and to the professor. Discuss roles taken by individuals or the specific group. Discuss what defense/coping mechanisms are being used by each individual to cope with their anxiety or any other need ( need to rescue, need to be liked, need to control, etc.)

Maximum Score: 4.0

Criterion : 4 CC 2.1.7 Integration of Reading Materials - Human Behavior Theory & Technique

Common description:

Specifically looks at student Inclusion of content from the assigned chapters regarding group processes, formulation and human behavior associated with group processes. Differentially apply theories and frameworks of human behavior and the environment, recognizing underlying assumptions, values, strengths, and weaknesses of these theories. Provides summaries of the chapters assigned.

Maximum Score: 4.0

Criterion : 5 CC 2.1.10 Personal Observations: Engagement and Participation

Common description:

Specifically looks at student highlight of personal observations of their participation in classroom processes, their efforts at engagement and interaction, and their assessment of rapport building with diverse others.

Maximum Score: 2.5

Criterion : 6 CC 2.1.10Assessment Effort DocumentationCommon description:

Specifically looks for student documentation of assessment efforts made in the group setting and evaluate individual efforts and progress during these interactions.

Maximum Score: 2.5Student__________________________________________________________________Total_________________

23

SW 672 – Social Work Practice in Groups

Course Bibliography

Capuzzi, D. (2002). Approaches to group work: A handbook for practitioners. Upper Saddle River, NJ: Merrill Prentice Hall.

Corey, G., Corey, M.S., Callahan, P., and Russell, J.M. (1992). Group techniques (2nd Ed.). Pacific Grove, CA: Brooks/Cole.

Johnson, D.W., & Johnson, F.P. Joining together: Group theory and group skills (6th ed.). Boston: Allyn and Bacon.

Kurland, R., & Salmon, R. (1995). Group practice in a troubled society: Problems and opportunities. Binghamton, NY: The Haworth Press.

Pack-Brown, S.P., Whittington-Clark, L.E., & Parker, W.M. (1998). Images of me: A guide to group work with African-American women. Boston: Allyn and Bacon.

Toseland, R.W., & Rivas, R.F. (2000). An introduction to group work practice (4th ed.). Boston: Allyn and Bacon.

Yalom, I. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.

24